Teaching computing : a practitioner's perspective

Description

Combining over 20 years of articles written by the author for the SIGCSE Bulletin and Inroads, as well as new material, this comprehensive guidebook provides a wide range of teaching strategies, tips, and insights for computing educators. Designed for both new and experienced computing faculty at the undergraduate and graduate level, the book will serve as a practical, easy-to-use resource, covering a wide range of topics in a collection of focused down-to-earth chapters-- Read more... Abstract: Combining over 20 years of articles written by the author for the SIGCSE Bulletin and Inroads, as well as new material, this comprehensive guidebook provides a wide range of teaching strategies, tips, and insights for computing educators. Designed for both new and experienced computing faculty at the undergraduate and graduate level, the book will serve as a practical, easy-to-use resource, covering a wide range of topics in a collection of focused down-to-earth chapters Content: Cover Half Title Title Copyright Dedication Contents Preface Part I Introduction Part II Curricular Development Chapter 1 Eight principles of an undergraduate curriculum Chapter 2 Prerequisites: Shaping the computing curriculum Chapter 3 When is a computing curriculum bloated? Chapter 4 Hill­climbing with curricula and courses Chapter 5 Developing a useful curricular map Chapter 6 Selected/Annotated references for curricular development Part III Courses and the Computing Curricula in Context Chapter 7 An historical view of computing curricula Chapter 8 Connecting computer science with other disciplines and the wider communityChapter 9 The role of programming in introductory computing courses Chapter 10 Motivating students and working with gifted students Chapter 11 Capstone­, research­, and project­experiences Chapter 12 Selected/Annotated references for courses and curricula in context Part IV Curricular Issues Chapter 13 Staying connected with the big picture Chapter 14 Balancing the forest and the trees in courses Chapter 15 Guided reading and seminar issues Chapter 16 Writing with the computer science curriculumChapter 17 College courses of varying credit Part V Computing and Mathematics Chapter 18 Mathematics and computing topics in the classroom Chapter 19 An opportunity for computing­mathematics dialog Chapter 20 Beyond the cliche: mathematical fluency in the computing curriculum Chapter 21 Why a required course on theory? Chapter 22 Some strategies when teaching theory courses Chapter 23 Lessons from the CUPM Chapter 24 Selected/Annotated references for relationship between computing and mathematics Part VI In the Classroom: Basics, Lab-based, Active Learning, Flipped ClassroomsChapter 25 Basic do's and don'ts in the classroom: General environment and course suggestions Chapter 26 Basic do's and don'ts in the classroom: Combating bias, making presentations, and developing slides Chapter 27 Lab layouts for individual and collaborative class sessions Chapter 28 Lab­based courses with the 3 c's: content, collaboration, and communication Chapter 29 Active learning and/or flipped classrooms Chapter 30 Combining technical depth, social/ethical issues, and active student involvementChapter 31 Selected/annotated references for course formats Part VII Preparing a Course Chapter 32 Planning and organizing a course for the first time Chapter 33 Course planning: the day­to­day schedule Chapter 34 Utilizing student class preparation to promote active learning Chapter 35 What should be in a syllabus? Chapter 36 The role of textbooks and multimedia Chapter 37 Course development utilizing student­faculty collaboration